Comparison of Perceived Achievement of Complex Thinking Competency Among American, European, and Asian University Students
Social Sciences,
Год журнала:
2025,
Номер
14(1), С. 42 - 42
Опубликована: Янв. 14, 2025
Despite
the
growing
focus
of
educational
institutions
on
students’
practical
abilities
beyond
theoretical
knowledge,
perception
that
students
have
their
competencies
is
crucial
for
effective
application
in
professional
contexts.
Accordingly,
this
paper
reports
a
study
435
university
attending
ten
universities
eight
countries
Americas
(Chile,
Colombia,
Mexico),
Asia
(Pakistan
and
Philippines),
Europe
(Spain,
Finland,
Serbia).
The
goal
was
to
measure
perceptions
achievement
complex
thinking
competency
its
sub-competencies.
intention
identify
how
cultural,
educational,
socioeconomic
differences
among
account
variances
self-assessment
competencies,
impacting
preparedness.
focused
thinking,
considering
critical
importance
solving
current
environmental
problems.
analysis
employed
non-parametric
Brown–Forsythe
statistical
test
Bonferroni
correction,
given
non-normality
heteroscedasticity
data.
It
found
(i)
there
no
statistically
significant
difference
by
gender;
(ii)
are
all
types
per
country,
geographical
area
(continent),
Human
Development
Index
(HDI).
Язык: Английский
Gender gap in the level of perceived achievement of complex thinking in business education in a Mexican university population
Higher Education Skills and Work-based Learning,
Год журнала:
2024,
Номер
unknown
Опубликована: Июнь 21, 2024
Purpose
This
article
endeavors
to
detail
the
outcomes
of
an
exploratory
investigation
into
perceived
attainment
levels
complex
thinking
competencies
among
business
students
at
a
technological
university
in
western
Mexico.
It
seeks
examine
and
contrast
students'
self-assessed
development
this
critical
competency,
along
with
its
associated
sub-competencies,
throughout
their
academic
tenure.
Design/methodology/approach
Our
analysis
focused
on
two
distinct
groups
students,
one
beginning
journey
other
nearing
completion,
explore
whether
perceptions
competency
were
equitable
across
genders.
Utilizing
multivariate
descriptive
statistical
analysis,
we
able
substantiate
existence
gender
gap
competencies.
Findings
While
both
male
female
showed
improvement
self-perceived
competencies,
results
indicate
that
women
outperformed
counterparts
area
sub-competencies
by
conclusion
degree
programs.
Practical
implications
The
evidence
suggests
there
is
educational
process
for
group
highlighting
urgent
need
minimise
disparities
perception
between
about
Originality/value
presents
findings
pave
way
future
research
aimed
exploring
strategies
narrow
achievement
studies,
considering
how
environment
cultural
elements
can
be
determining
factors
perceive
abilities
skills.
Язык: Английский
Complex thinking and adopting artificial intelligence tools: a study of university students
Frontiers in Education,
Год журнала:
2024,
Номер
9
Опубликована: Сен. 9, 2024
In
the
next
5
years,
artificial
intelligence
(AI)
tools
are
expected
to
become
commonplace
in
people’s
lives,
especially
their
work
processes.
Therefore,
educational
institutions
feel
intrinsically
responsible
for
ensuring
that
students
acquire
and
develop
competences
associated
with
appropriate
use
of
this
technology
programs.
However,
what
perceptions
regarding
inclusion
process
future
careers,
competencies
can
influence
a
greater
adoption
classroom?
The
objective
article
presents
results
an
exploratory
study
sample
population
from
technological
university
Mexico,
which
perception
openness
toward
training
professions
was
examined.
Their
development
complex
thinking
its
sub-competencies
evaluated,
recognizing
is
valuable
cognitive
skill
face
changes
uncertain
environments.
methodology
consisted
multivariate
descriptive
statistical
analysis
using
R
software.
determined
positive
correlation
between
students’
perceived
improvement
achievement
competence
AI
tools.
conclusion,
participants
these
as
feature
profession,
although
they
questioned
whether
knowledge
included
professional
training.
This
several
findings
offer
ample
opportunities
research.
Язык: Английский
MAICC model: development of complex thinking through citizen science project evaluation
Frontiers in Education,
Год журнала:
2024,
Номер
9
Опубликована: Авг. 30, 2024
As
traditional
education
systems
struggle
to
keep
up
with
technological
advances,
incorporating
open
science
into
Education
5.0
is
critical
addressing
student
skills
gaps.
In
this
study,
the
MAICC
model
introduced,
a
tool
designed
foster
complex
thinking
in
higher
students
through
evaluation
of
citizen
projects.
It
integrates
research-based
learning
and
service
learning,
helps
develop
reflective
by
applying
them
real-life
settings.
To
assess
engagement
development,
mixed
methods
approach
combining
qualitative
quantitative
analysis
was
used.
Findings
indicate
that
promotes
thinking,
enhances
project
evaluation,
features
an
emphasis
on
educational
technology.
Discussion
highlights
science’s
important
role
suggests
future
research
exploring
its
wider
application
across
disciplines
contexts
enhance
21st
century
skills.
Язык: Английский
Perceived competency in complex thinking skills among university community members in Pakistan: insights across disciplines
Cogent Education,
Год журнала:
2024,
Номер
12(1)
Опубликована: Дек. 25, 2024
This
article
aims
to
evaluate
university
community
members'
(faculty
members
and
students,
in
this
case)
perceptions
of
their
complex
thinking
competency
its
sub-competencies
–
including
systemic,
scientific,
critical,
innovative
across
various
disciplines
at
eight
universities
Pakistan
(Objective).
Using
a
validated
eComplexity
instrument,
descriptive
statistical
analysis
means
standard
deviations,
Kruskal–Wallis
test,
correlation
matrix,
coefficient
heatmap
were
applied
uncover
key
patterns
disparities
(Methodology).
The
novelty
study
lies
focus
on
how
participants
perceive
achievement
competencies,
offering
unique
insights
into
the
specific
challenges
faced
by
different
academic
(Novelty).
Notably,
Humanities
Education
profiles
reported
considerably
low
levels
(mean
2.39),
with
statistically
significant
differences
regarding
knowledge
research
report
structures
(scientific
thinking)
interdisciplinary
problem-solving
contextual
(innovative
(Results).
However,
study's
geographic
context
reliance
self-perceived
competencies
pose
limitations,
potentially
introducing
social
desirability
bias
(Limitations).
These
findings
emphasise
need
adapt
teaching
methods
bridge
gaps
promote
equitable
skill
development
(Conclusions).
Future
should
extend
broader
educational
contexts
explore
regional
international
variations,
assess
interventions
enhance
underperforming
areas
particularly
improving
discipline
performance
confidence
(Implications).
Язык: Английский